A Study on the Current Situation of Classroom Evaluation Literacy of Pre-service English Teachers—A Questionnaire-Based Analysis

This article reviews the relevant research on classroom evaluation literacy both domestically and internationally. Pre-service English teachers from several universities in Xinjiang were selected as the research subjects, and questionnaire survey methods were used to understand their cognitive and emotional attitudes towards classroom evaluation, their basic mastery of classroom evaluation knowledge, and their level of classroom evaluation skills demonstrated in teaching evaluation practice. Research has found that most pre-service English teachers can correctly recognize the importance of classroom evaluation. However, there is an urgent need for further systematic learning in both theoretical and practical knowledge related to classroom evaluation, and the level of performance in evaluation skills is also relatively lacking, requiring further strengthening and practice. This study aims to help pre-service English teachers improve their classroom evaluation literacy and enhance the quality of education and teaching.